Exploring Lifespan Development Chapter 1 History, Theory, and Research Strategies This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Human Development Studying change and constancy throughout the lifespan Family Life Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Theory An orderly, integrated set of statements that describes explains predicts behavior Meetings and Presentations Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Basic Issues in Development Continuous or discontinuous? One course of development or many? Nature or nurture? Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Basic Issues: Continuous or Discontinuous Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Figure 1.1

Contexts of Development Unique combinations of personal (genetic) environment circumstances can result in different paths of development. Urban Youth Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Basic Issues: Nature and Nurture inborn, biological givens based on genetic inheritance Nurture physical and social world that influences biological and psychological development Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Stability and Plasticity Change is possible, based on experiences. Stability Individuals high or low in a characteristic remain so at later ages. Early experience may a have lifelong impact. Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Development as a Dynamic System Perpetually ongoing process Conception to death Influences on development biological psychological social Urban Youth Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Lifespan Perspective Development as lifelong multidimensional and multidirectional highly plastic influenced by multiple, interacting forces Photodisc Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Periods of Development Prenatal Conception to birth Infancy and toddlerhood Birth to 2 years Early childhood 2 to 6 years Middle childhood 6 to 11 years Adolescence 11 to 18 years Early adulthood 18 to 40 years Middle adulthood 40 to 65 years Late adulthood 65 years to death Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Major Domains of Development Figure 1.2 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Influences on Development Age-graded History-graded Nonnormative Photodisc Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Lifespan View of Development Figure 1.3 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Resilience The ability to adapt effectively in the face of threats to development Factors in resilience personal characteristics warm parental relationship social support outside family community resources and opportunities Sports and Recreation Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Key Principles of Darwin’s Theory of Evolution Natural Selection Species have characteristics that are adapted (or fit) to their environments. Survival of the Fittest Individuals best adapted to their environments survive to reproduce. Their genes are passed to later generations. Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Early Scientific Study of Development Normative Approach Hall, Gesell measured large numbers of people age-related averages Mental Testing Movement Binet and Simon intelligence tests Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Psychoanalytic Perspective Conflicts biological drives social expectations Freud and Erikson Emphasis on unique life history Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Freud’s Three Parts of the Personality Id largest portion of the mind unconscious, present at birth source of biological needs/desires Ego conscious, rational part of mind emerges in early infancy redirects id impulses acceptably Superego the conscience develops from ages 3 to 6 from interactions with caregivers Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Freud’s Psychosexual Stages Oral Anal Phallic Latency Genital Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Family Life

Erikson’s Psychosocial Stages Basic trust vs. mistrust Birth to 1 year Autonomy vs. shame/doubt 1–3 years Initiative vs. guilt 3–6 years Industry vs. inferiority 6–11 years Identity vs. role confusion Adolescence Intimacy vs. isolation Early adulthood Generativity vs. stagnation Middle adulthood Integrity vs. despair Late adulthood Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Table 1.3

Behaviorism and Social Learning Classical conditioning Stimulus–response Operant conditioning Reinforcers and punishments Social learning Modeling Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Contributions/Limitations of Behaviorism Behavior modification modeling, observational learning Narrow view of influences Too little emphasis on unique environmental influences Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Cognitive-Developmental Theory Piaget Children actively construct knowledge. Adaptation to environment is made in order to achieve equilibrium. All children move through four broad stages. Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Piaget’s Stages Sensorimotor Preoperational Concrete operational Formal operational Sports & Recreation Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Information-Processing Theory Human brain is symbol-manipulating system input equals experiences output equals behavioral response Development seen as continuously changing, not formal stages Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Information-Processing Flowchart Figure 1.4 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Developmental Cognitive Neuroscience Study of relationships between changes in the brain development of cognition, behavior Brings together researchers from psychology biology neuroscience medicine Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Business Operations

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Ethology Study of adaptive value of behavior and its evolutionary history critical period sensitive period Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Critical Period Individuals: biologically prepared to acquire adaptive behaviors during limited time span need support of an appropriately stimulating environment Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Sensitive Period Optimal time Individual is especially responsive Later development hard to induce Boundaries less defined Family Life Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Vygotsky’s Sociocultural Theory Transmission of culture to a new generation values, beliefs, customs, skills Social interaction necessary cooperative dialogues with more knowledgeable members of society Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Senior Lifestyles

Ecological Systems Theory Figure 1.5 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Choosing a Research Strategy Research Design Overall plan for study permits the best test of research question Research Methods Basic approach to gathering information systematic observations self-reports clinical or case studies ethnographies Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Systematic Observation Naturalistic Observation Structured Observation in the “field” or natural environment where behavior happens laboratory situation set up to evoke behavior of interest all participants have equal chance to display behavior Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Self-Reports Clinical Interview flexible, conversational style probes for participant’s point of view Structured Interview each participant is asked same questions in same way may use questionnaires, get answers from groups Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Clinical/Case Study Brings together a wide range of information on one person interviews observations test scores Image Source Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Ethnography Descriptive, qualitative technique Goal is to understand a culture or social group Participant observation researcher lives in community for months or years DigitalVision Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

General Research Designs Correlational reveals relationships between variables does NOT reveal cause and effect Experimental allows cause-and-effect statements lab experiments may not apply in the real world Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Correlation Coefficients Magnitude size of the number between 0 and 1 closer to 1 (positive or negative) is a stronger relationship Direction indicated by + or – positive (+): as one variable increases, so does the other negative (–): as one variable increase, the other decreases Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Independent and Dependent Variables changed or manipulated by experimenter expected to cause changes in another variable Dependent measured, but not manipulated, by experimenter expected to be influenced by the independent variable Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Random Assignment Researchers use unbiased procedure to assign participants to treatment conditions Increases chances that characteristics will be equally distributed across treatment groups Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Modified Experiments Field Experiment capitalize on opportunities for random assignment in natural settings Natural, or Quasi-, Experiments compare differences in treatment that already exist match groups as much as possible Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Developmental Research Designs Longitudinal same group studied at different times Cross-sectional differing groups studied at the same time Sequential several similar cross-sectional or longitudinal studies at varying times Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

Rights of Research Participants Protection from harm Informed consent Privacy Knowledge of results Beneficial treatments Copyright © 2011 Pearson Education, Inc. All Rights Reserved.